2019-2020学年石家庄实验中学高三英语第一次联考试题及答案解析

2019-2020学年石家庄实验中学高三英语第一次联考试题及答案解析第一部分阅读（共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项
A
LOI English—English Conversation Classes
Take English conversation classes with native English -speaking teachers from theUnited States,IrelandandAustralia, live, 1 - on - 1.
This is by far the best way to improve your real spoken English and listening abilities and get to a level where you can use it in real - life situations. Our teachers mainly carry on conversations about work in different fields, such as business, finance, politics and travel. However, if you like, you can have normal day - to - day conversations about events, weather, etc. If you would like to learn some grammar during conversation, we can do that too!
Our English Conversation classes：
• Your conversations will always be with a native English speaker.
• You can choose the time, day and teacher for each class.
• The classes are made for each student individually. They will be at your level, studying what you need and what interests you.
Packages
10 Classes Package $ 229.90
Interested in taking 10, 55 - minute conversation English classes?
Schedule a first free class with LOI English and talk to the teacher about it. After that, you can arrange to take our 10 - class conversation English course.
20 Classes Package $ 439,80
Interested in taking 20, 55 - minute conversation English classes?
Schedule a first free class with LOI English and talk to the teacher about it. After that, you can arrange to take our 20 - class conversation English course.
1. What do the classes mainly focus on?
A. Daily conversations.
B. Work - related topics.
C. Grammar rules.
D. Area - based accents.
2. Which is NOT offered to the students?
A. Native English - speaking teachers.
B. Personalized courses.
C. Choice of class time and teacher.
D. Offline learning materials.
3. What should a student do first if he decides on either of the packages?
A. Arrange a free class with LOI English.
B. Bargain with LOI English for lower fees.
C. Choose an experienced LOI English teacher.
D. Make a promise to sit through each class.
B
Ten years ago, I set out to examine luck. I wanted to know why some people were always in the right place at the right time, while others consistently experienced ill fortune. I placed advertisements in national newspapers asking for people who felt consistently lucky or unlucky. Hundreds of extraordinary men and women volunteered for my research. Over the years I have interviewed them, monitored their lives and had them take part in various experiments.
In one of the experiments, I gave both lucky and unlucky people a newspaper, asking them to look through it and tell me how many photographs were inside. I had secretly placed a large message halfway through the newspaper, saying, “Tell the experimenter you have seen this and you will win $50.” This message took up half of the page and was written in type that was more than two inches high. It was staring everyone in the face, but the unlucky people tended to miss it and the lucky people tended to spot it.
Unlucky people are generally more nervous than lucky people, and this anxiety affects their ability to notice the unexpected. As a result, they miss opportunities because they are too focused on looking for something else. They go to gatherings concentrating on finding their perfect partners and miss opportunities to make good friends. They look through newspapers determined to find certain types of job advertisements and miss other types of jobs.
Lucky people are more relaxed and open, and therefore see what is there rather than just what they are looking for. My research eventually showed that lucky people are skilled at noticing opportunities, make lucky decisions by listening to their intuition (直觉), are open to new experiences, and adopt a never-say-die attitude that transforms bad luck into good luck.
4. What’s the purpose of the author’s research?
A. To discover what luck means to people.
B. To find lucky people and unlucky people.
C. To distinguish between good luck and bad luck.
D. To figure out why people are always lucky or unlucky.
5. Why did the unlucky people miss the message in the experiment?
A. There was too much information to be read in detail.
B. They were too focused on looking for photographs.
C. It took too much time to go through newspapers.
D. The words were too small to be noticed.
6. What leads to lucky people’s good fortune?
A. Their ability to spot opportunities.
B. Their ability to become relaxed.
C. Their ability to communicate.
D. Their ability to make friends.
7. What’s the key message of the last paragraph?
A. What lucky people are looking for.
B. How lucky people generate good luck.
C. What lucky people can do with opportunities.
D How lucky people transform bad luck into good luck.
C
Saroo Brierley, a 4-year-old boy, livedin ruralIndia. One day, he played with his brother along the rail line and fell asleep. When he woke up, he found himself alone. So he got on the train in front of him to search for his brother.
That train took him a thousand miles across the country to a totally strange city. He lived on the streets, and then in an orphanage (孤儿院), where he was adopted by an Australian family and taken to Tasmania.
Brierley is a famous writer now, and in his new book,A Long Way Home, he wrote he couldn’t help but wonder about his hometown back inIndia. He remembered landmarks, but since he didn’t know his town’s name, finding a small neighborhood in a vast country seemed impossible.
Then he found a digital mapping program. He spent years searching for his hometown in the program’s satellite pictures. In 2011, he came across something familiar. He studied it and realized he was looking at a town’s central business district from a bird’s-eye view. He thought, “On the right-hand side you should see the three-platform train station”—and there it was. “And on the left-hand side you should see a big fountain”—and there it was. Everything matched!
Standing in front of the house where he grew up as a child, he saw a lady standing at the entrance. It took
him a few seconds but he finally remembered what she used to look like.
In an interview Brierley says, “My mother came forth and walked forward, and I walked forward, my eyes filled with tears and my brain blank. I just didn’t know what to say, because I never thought seeing my mother would ever come true. And here I am, standing in front of her.”
8. Why did Brierley get on the train when he was a little boy?
A. To go back to his home.
B. To look for his brother.
C. To travel toTasmania.
D. To follow a stranger.
9. What made it difficult for Brierley to find his hometown?
A. The vast area ofIndia.
B. The fact that he was nobody then.
C. His not remembering the town’s name.
D. The distance betweenAustraliaand his hometown.
10. How did Brierley find his hometown?
A. By studying digital maps.
B. By analyzing old pictures.
C. By travelling all aroundIndia.
D. By spreading his story via his book.
11. What’s the best title of the passage?
A. Love for Mother
B. Union with Brother
C. Memory of Hometown
D. Long Way back Home
D
We use what is known as inner speech, where we talk to ourselves, to evaluate situations and make decisions. Now, a robot has been trained to speak aloud its inner decision-making process, giving us a view of how it responds to contradictory demands.
Arianna Pipitone and Antonio Chella at the University of Palermo, Italy, programmed a humanoid robot named Pepper, with software that models human cognitive(认知的)processes, which allowed Pepper to retrieve (检
索)relevant information from its memory and find the correct way to act based on human commands, as well as a text — to — speech processor. It allowed Pepper to voice its decision-making process while completing a task, "With inner speech, we can better understand what the robot wants to do and what its plan is," says Chella.
The researchers asked Pepper to set a dinner table according to etiquette (礼仪)rules they had programmed into the robot. Inner speech was either enabled or disabled to see how it affected Pepper's ability to do what was instructed.
When instructed to place a napkin on a fork with its inner speech enabled, Pepper asked itself what the etiquette required and concluded that this request went against the rules it had been given. It then asked the researchers if putting the napkin on the fork was the correct action. When told it was, Pepper said, "OK, I prefer to follow your desire," and explained how it was going to place the napkin on the fork.
When asked to do the same task with inner speech disabled, Pepper knew this contradicted etiquette rules, so it didn't perform the task or explain why.
With the potential for robots to become more common in the future, this type of programming could help the public understand their abilities and limitations, says Sarah Sebo at theUniversityofChicago. "It maintains people's trust and enables cooperation and interactions between humans and robots," she says. However, this experiment only used a single human participant, says Sebo. "It's unclear how their approach would compare across a wide range of human participants," she says.
12. Why does the author mention how people make decisions in the first paragraph?
A. To introduce the topic.
B. To make comparisons.
C. To provide an example.
D. To support his argument.
13. How did Pepper react to the contradictory instruction with its inner speech enabled?
A. It failed to complete the task.
B. It followed the etiquette rules.
C. It made a random decision.
D. It communicated with the researchers.
14. What did Sarah Sebo think of the research?
A. It was creative but worthless.
B. It was a good try but the result was a failure.
C. It was inspiring but needed further evidence.
D. It was carefully designed but poorly performed.
15. Which of the following is the best title for the text?
A. Robot Taught To Be Polite
B. Robot Can Explain Its Decision
C. Robot Making Decisions: No Longer A Dream
D. Robot-Human Communication: No Longer A Problem
第二节（共5小题；每小题2分，满分10分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。

选项中有两项为多余选项For students of all ages, final exams can cause anxiety. The key to easing that anxiety is to plan ahead and to use proper learning techniques in the weeks ahead ofthe exams.___16___
Underline key terms and concepts in notes and textbooks and then consider putting them into thinking maps.___17___But the practice of writing the information will help you remember them.
___18___Studying in a small group can allow the members to compare notes and share learning strategies. And quizzing each other can be a fun way to cover course information. Belonging to a study group will also help you to get explanations of concepts that you do not understand.
Study independently the night before the exam.___19___By preparing for the exam weeks in advance, the final night should be devoted to going over the learning tips and other notes. It should be a time of refreshing your mind, not trying to understand information.
Get a good night’s sleep and have a healthy breakfast on the morning of the exam. Try doing some relaxation activities.___20___This will help you start the exam with a calm, focused mind.
A. It may seem like spending a lot of time.
B. Form a study group with fellow students.
C. Share notes in small groups before exams.
D. Actually, it is not difficult to get rid of anxiety.
E. This is not the time to make efforts at the last moment.
F. These could be deep breaths, yoga or listening to music.
G. The following steps will help you prepare for the exams.
第二部分语言运用（共两节，满分45分）
第一节（共20小题；每小题1.5分，满分30分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项When my family moved to Ohio over the summer, I feared attending another new school and knowing noone because I was able to expect what was coming. I had bright red hair and big glasses. In addition, I
was___21___and not very sociable. Boarding the school bus that first day, I felt like all___22___on me. I could hear the whispers, "She's huge!” Obviously, the kids on the bus had known each other well. I spent that first bus___23___in silence.
The following day was even___24___I did not notice that a few boys had tied a shoelace across the aisle（走道)and thus fell down on the bus,___25___everything I was carrying.___26___I was embarrassingly gathering my supplies, I could hear the laughter, and then the___27___" That felt like an earthquake!" Anyway, I___28___to find a seat. Looking out of the window, I___29___the tears welling up in my eyes.
I began___30___the afternoon school bus___31___, walking home instead. Then,___32___, I started losing weight. And as I became___33___with myself, I began making friends.
One of my newly-found friends also___34___with her weight, wanting to be a "perfect" cheerleader. She lived near my neighborhood so we would meet and___35___together. This became a daily routine with talking and laughing___36___the way—different from the lonely walks I had taken. My friend said that I didn't have to be___37___and I just had to be me, and be happy with myself.
While I would not want to relive that time of loneliness, sadness and embarrassment, I am___38___I made it through. Whenever I am struggling with any other problem in life, I always___39___the proverb "This too shall pass. " If you can find a path with no challenges, it probably doesn't___40___anywhere.
21. A.outgoing B.intelligent C.friendly D.overweight
22. A.smiles B.bags C.eyes D.stories
23. A.lift B.ride C.drive D.service
24. A.worse B.longer C.funnier D.duller
25. A.missing B.losing C.leaving D.dropping
26. A.Though B.While C.Since D.Because
27. A.arguments B.decisions C.words D.discussions
28. A.determined B.planned C.pretended D.managed
29. A.kept away B.took back C.held back D.put away
30. A.missing B.stopping C.catching D.searching
31. A.on purpose B.by chance C.in reality D.with excitement
32. A.uninterestedly B.uncertainly C.unexpectedly D.unfortunately
33. A.concerned B.happy C.angry D.disappointed
34. A.fought peted C.dealt D.lived
35. A.run B.study C.play D.walk
36. A.along B.across C.by D.in
37. A.thin B.perfect . C.sociable D.strict
38. A.excited B.upset C.regretful D.proud
39. A.remember B.create C.write D.borrow
40. A.know B.lead C.end D.stay
第二节（共10小题；每小题1.5分，满分15分）
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式
When I started studying German, it was___41.___struggle. The words felt strange on my tongue,and the grammar would not stay in my head. I told my mum that I wanted to give up, and___42.___I would never live in a country where German___43.___（speak).My mum told me that___44.___（study) a language was not just for my future. It was exercise for the brain; the more I learned of a language, the more my brain would grow.And I remember that day when I___45.___（sudden) felt like German was no longer a foreign language. It felt like my brain___46.___（double) in size.I had finally come to a place where I could think___47.___this foreign language,and I could see the world from a___48.___(difference) point of view. I felt as if I had reached the goal that I had been fighting for. I could open a book and see meanings, not just a sea of___49.___（word). I finally understood the reason____50.____my mum had encouraged me not to give up.Thanks, Mum!
第四部分写作（共两节，满分40分）
第一节短文改错（满分10分）
51.假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。

文中共有10处语言错误，每句中最多两处。

错误涉及一个单词的增加、删除或修改。

增加:在此处加一个漏字符号（∧），并在其下面写出修改的词。

删除:把多余的词用斜线（＼）划掉。

修改:在错的词下划一横线，并在其下面写出修改后的词。

注意: 1.每处错误及其修改均仅限一词；
只允许修改10处，多者（从11处起）不计分。

I went to buy some traditional Chinese medicine on last Sunday. Just before leaving the drugstore, I noticed that some foreigners seem to have difficulty communicate with the assistant. I went over to ask if I needed. The assistant told me that she couldn’t make herself understand about how to boil the mixture correctly. Learning that I could give them the hand, they were relieved. Without some trouble，I translated that the assistant wanted to say. Both sides expressed thanks to me. I was delighted to help other. More importantly，as a Chinese，I felt
proudly to see foreigners try traditional Chinese medicine.
第二节书面表达（满分25分）
52.Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.
Pushing Back School Starting Times
It's January. The outdoor temperature has fallen below 5C in the morning. Have you ever complained that you still have to get up at 6 a. m. and arrive at school before 7 am? Do you wish you could have a long nice lie-in?
You are not alone if your answer is "Yes!" In the United States, many high school students are unhappy with their school starting times, too.
That may soon change. Last October, Gavin Newsom, California's governor, signed a law that sets a limit on starting times of half-past eight for high-schoolers and eight o'clock for middle schoolers, hoping students will benefit form their extra time in bed.
Sleep deprivation is associated with problems in attention, behavior and learning. A research review by the U. S. Centers for Disease Control and Prevention(C.D.C.)finds that later school starting times can lead to less falling asleep in class. The change can also help improve students' attendance and grades.
Many parents, however, are strongly opposed to such changes. Those who cannot start work later say they won't be able to drop their children off at school before they go to work. They also fear that later starting times will mean later ending times, resulting in fewer opportunities for their children to take part in after-school activities, hold part-time jobs and care for younger siblings.
Supporters argue that there really is no significant reason not to do this. Anthony Portantino, the California senator who introduced the law, believes evidence of the change's benefits will soon win over opponents. He says, "I only see an overwhelming resistance to the change from adults—something many teenagers will be familiar with."
参考答案
1. B
2. D
3. A
4. D
5. B
6. A
7. B
8. B 9. C 10. A 11. D
12. A 13. D 14. C 15. B
16. G 17. A 18. B 19. E 20. F
21. D 22. C 23. B 24. A 25. D 26. B 27. C 28. D 29. C 30. A 31. A 32.
C 33. B 34. A 35.
D 36. A 37. B 38. D 39. A 40. B
41. a 42. that
43. was spoken
44. studying
45. suddenly
46. had doubled
47. in 48. different
49. words 50. why
51.(1). last 前的on 删掉
(2). seem → seemed
(3). communicate → communicating
(4). I后加was
(5).understand → understood
(6).the → a
(7). some → any
(8).that → what
(9).other → others
(10). proudly → proud
52.略。